Instructional+Skills

Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist.
 * What are Instructional Skills? **
 * [|Explaining]
 * [|Demonstrating]
 * [|Questioning]
 * [|Questioning Techniques]
 * [|Levels of Questions]
 * [|Wait Time]

For more information on Instructional Strategies, please refer to SaskEd's [|Instructional Handbook]. **Explaining** The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Some explanations are given to help students acquire or deepen their understanding of a concept, while others help students understand generalizations. Concerning the former, the teacher must select an appropriate concept definition and appropriate examples and nonexamples. Regarding the latter, Shostak (1986) suggests that an explanation can show:
 * a cause and effect relationship (for example, to show the effect of adding an acid to a base);
 * that an action is governed by a rule or law (for example, to show when to capitalize a noun);
 * a procedure or process (for example, to show the operation of solving a mathematical equation); or,
 * the intent of an activity or process (for example, to show the use of foreshadowing in drama).

The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Much student learning occurs through observing others. A demonstration provides the link between "knowing about" and "being able to do." Research reveals that demonstrations are most effective when they are accurate, when learners are able to see clearly and understand what is going on, and when brief explanations and discussion occur during the demonstration (Arenas, 1988).  Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: <span style="font-family: Verdana,Arial,Helvetica,sans-serif;"> Good questions should be carefully planned, clearly stated, and to the point in order to achieve specific objectives. Teacher understanding of questioning technique, wait time, and levels of questions is essential. Teachers should also understand that asking and responding to questions is viewed differently by different cultures. The teacher must be sensitive to the cultural needs of the students and aware of the effects of his or her own cultural perspective in questioning. In addition, teachers should realize that direct questioning might not be an appropriate technique for all students. Questioning Technique ** <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each student's willingness to speak publically and never put a student on the spot. Levels of Questions ** <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding.
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Demonstrating **
 * Questioning**
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">a high degree of student participation occurs as questions are widely distributed;
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">an appropriate mix of low and high level cognitive questions is used;
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">student understanding is increased;
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">student thinking is stimulated, directed, and extended;
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">feedback and appropriate reinforcement occur;
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">students' critical thinking abilities are honed; and,
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">student creativity is fostered.
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect.
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">Wait Time **